Teaching the Millennial Generation in the Religious and Theological Studies Classroom

Bauman, Whitney A.; Marchal, Joseph A.; McLain, Karline; O'Connell, Maureen; Patterson, Sara M.

doi:10.1111/teth.12237

Cited by 25 publications

(19 citation statements)

References 30 publications

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“…The condition implies a more significant gap between teachers and students (Bauman, Marchal, Connell, & Patterson, 2014). Nowadays, teachers are from Generation X, born in the 1970s (Putra, 2016).…”

Section: A Introductionmentioning

confidence: 99%

“…Further, this generation learns religion through online media provided in their gadget and Android (Berliani, 2018). What is ironic about learning through the press is the fact that Islam in the online world has been controlled by radicalism (Yuliarti, 2015), (Gürbüz, 2016) fundamentalism, terrorism (Ida, 2016) puritanism, secularism, (Bauman et al, 2014) and liberalism (Sahin, 2018).…”

Section: A Introductionmentioning

confidence: 99%

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Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia

Suyadi

Widodo

2019

Qijis

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To date, Islamic Education in Indonesia is framed in traditional, conventional, and colonial paradigms. Despite the twentieth century's urges to use interdisciplinary, multidisciplinary, and trans-disciplinary approaches, mono-disciplinary approach such as classic and medieval Islamic education, is still dominating. Researches in the three new methods have engaged neuroscience that results in innovative and reliable works, indicated by the achievement of Intellectual Property Rights with downstreaming potentials. The study aims to find a model for Islamic education that is based on neuroscience in the millennial era with the mentioned attainment. The research applied a qualitative model by Denzin and was located in the Magister Degree of Islamic Education of Universitas Ahmad Dahlan, Yogyakarta, in 2008. It involved six lecturers and thirty-one students. The data were collected through participatory observation, in-depth interview, and documentation. The research generates a neuroscience-based model for Islamic education in the millennial era through the development of research-based instruction. Further, the development allows the achievement of Intellectual Property

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Section: A Introductionmentioning

confidence: 99%

Section: A Introductionmentioning

confidence: 99%

Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia

Suyadi

Widodo

2019

Qijis

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“…For example, for our planning day at the beginning of the school year, we read a piece from Teaching Theology and Religion on teaching religion and the millennial generation (Bauman, Marchal, McLain, O'Connell, & Patterson, ). We had some great conversation about the challenges of teaching religion to millennials.…”

Section: Quality Of Life In the Academymentioning

confidence: 99%

Conversation with 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal

Neal

Gallagher

Kwok

et al. 2018

Teaching Theology & Religion

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This conversation between the 2017 American Academy of ReligionExcellence in Teaching award winner Lynn Neal and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and the 2016 Teaching award winner Joanne Maguire Robinson. The exchange takes as its point of departure the AAR teaching statement that Professor Neal submitted. Topics discussed include introductory courses, active learning assignments, religious intolerance and privatization, student learning outcomes, different levels of student skills and preparation, augmenting assignments through the production of video interviews with scholars, and finding conversation partners for reflecting on teaching under the life balance stresses of the academy today. KEYWORDS active learning, exams, quizzes, religious literacy, teaching introductory courses, work life balance 1 | REFLECTING ON TEACHING WITHIN INSTITUTIONAL CONTEXTS Kwok Pui Lan: Lynn, can you describe your institutional context? What kind of courses do you usually teach? Are they all introductory courses, or do you also teach seminars?Lynn Neal: Wake Forest is a private liberal arts institution that has approximately 5,000 undergraduates. I teach in the Department for the Study of Religions. We are primarily a service department, meaning that most of our courses fulfill general education requirements for students. We teach a number of different introductory courses that typical range in size from 25 to 30 students, including first year students and seniors, and students are primarily there to fulfill a general education requirement.But the introductory courses are also our primary recruiting ground for majors and minors. These classes expose students to the academic study of religion. We have very few students who come to Wake Forest intending to major or ;21:142-157.wileyonlinelibrary.com/journal/teth minor in religious studies, but they're generally engaged students, very invested in their grades, and doing well. So that's the context for our teaching at the introductory level, and within this context I regularly teach Introduction to Religion (Neal, 2018a).At the upper-level, faculty teach a range of courses focused on their areas of specialization. These courses typically range from 12 to 16 students, and provide depth and breadth for majors and minors. But we have no prerequisites, and we get a lot of interested students from other departments, therefore all our upper level courses have to incorporate some type of introductory material.Eugene V. Gallagher: In your statement for the AAR Teaching Award (Neal, 2017b), you write about how you have developed as a teacher and learned from the scholarship on teaching and learning. I wanted to give you the opportunity to say some more about that, since I know the teaching statements need to be kept very short.Lynn Neal: I was talking to some senior colleagues a couple of months ago. They were asking wha...

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“…Psychological researchers have found a significant decline in empathy among young people since the year 2000. Researchers at the University of Michigan conclude, “College kids today are about 40 percent lower in empathy than their counterparts of twenty or thirty years ago.” They described “the current group of college students – sometimes called ‘Generation Me’– as one of the most self‐centered, narcissistic, competitive, confident, and individualistic in recent history” (Konrath, 2010, 180; Swanbrow, ; Bauman, , 303‐05). Countering this cultural tendency, cases serve the important pedagogical task of developing students' ability to imagine life from another person's perspective.…”

Section: Teaching Strategy: Case Studiesmentioning

confidence: 99%

Case method strategies for teaching sexual ethics to relativists and skeptics

Vacek

2017

Teaching Theology & Religion

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Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as "It all depends," or "Whose morality?" or "Who's to say?" as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students to grow in both confidence and ability to make good ethical judgments. The case method, used with a Socratic pedagogy, engages imagination and counters the deficits in empathy found in many contemporary students. It moves students toward understanding morality itself.Against skepticism, it assists students in exercising practical reason, culminating in decision. Five cases invite students to overcome extreme relativism, to look for and evaluate relevant differences, and to enter into ethical discussion with other students on the sexual issues they face in their college years.

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Teaching the Millennial Generation in the Religious and Theological Studies Classroom

Cited by 25 publications

References 30 publications

Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia

Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia

Conversation with 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal

Case method strategies for teaching sexual ethics to relativists and skeptics

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